The Team Portfolio: A Support and Evaluation Tool? Findings from a Teacher Professional Development Programme in Germany

Autor/inn/en	Friedrich, Anja; Ostermeier, Christian; Diercks, Uta; Krebs, Imke; Stadler, Matthias
Titel	The Team Portfolio: A Support and Evaluation Tool? Findings from a Teacher Professional Development Programme in Germany
Quelle	In: Professional Development in Education, 38 (2012) 3, S.377-394 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2011.626582
Schlagwörter	Portfolios (Background Materials); Portfolio Assessment; Foreign Countries; Professional Development; Science Instruction; Teaching Methods; Efficiency; Instructional Effectiveness; Team Teaching; Pedagogical Content Knowledge; Science Course Improvement Projects; Evaluation Methods; Program Evaluation; Teacher Attitudes; Teacher Evaluation; Individual Differences; Cooperative Learning; Cooperative Planning; Teamwork; Germany + Suchen Sie Ihr Suchwort? Portfoliobeurteilung; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness; Effektivität; Wirkungsgrad; Unterrichtserfolg; Teamteaching; Pädagogische Kompetenz; Programme evaluation; Programmevaluation; Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung; Individueller Unterschied; Kooperatives Lernen; Deutschland
Abstract	The study reported in this article draws upon data collected for the programme "Increasing the Efficiency of Mathematics and Science instruction" (SINUS-Transfer), a professional development project in Germany. This programme's approach requires teachers to improve their teaching in a cooperative manner and with regard to pedagogical problem areas in classrooms. A customized portfolio concept was developed to address the portfolio method as a means of supporting and evaluating teacher professional development. The teachers' acceptance of the method is considered to be the central prerequisite for successful use of the portfolio; therefore, the main question investigated in this paper is how teachers assess the portfolio. Results of latent-class analyses show that acceptance of the portfolio differs widely for different groups of teachers. The study provides indicators on requirements that have to be met in order to effectively use the portfolio as a tool for evaluation. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10